[mentalhealth-l] ENEWS: September, 2005 (vol. 9 #12)
mentalhealth-l at lists.ucla.edu
mentalhealth-l at lists.ucla.edu
Thu Sep 1 09:11:02 PDT 2005
ENEWS: A Monthly Forum for Sharing and Interchange
September, 2005 (vol. 9 #12)
Source: UCLA School Mental Health Project/
Center for Mental Health in Schools
ENEWS is one of the many resources our Center offers to those concerned
with enhancing policies, programs, and practices related to addressing
barriers to student learning and to promoting mental health in
schools. For more on what our federally supported Center can provide, see
Feel Free to Forward this to Anyone
First In the wake of Katrina:
The time ahead for kids, their families, their schools and neighborhoods
will be more challenging than anyone should have to face. At this point, we
are trying to determine ways a Center such as ours can be of any meaningful
help in the coming weeks.
As we always do when a crisis strikes, we have added some relevant info to
the section of our website that provides resources for "Responding to a
Crisis" (accessed from our homepage). We have included 12 internet
resources related to responding to and coping specifically with hurricane
related events (access directly http://smhp.psych.ucla.edu/hurricane.htm ).
If you know of other resources we should include, please let us know.
In the coming weeks, there will be growing concern about how to provide
schooling for those whose schools are closed or gone, and there will be a
need to accommodate many new students and staff in existing schools. These,
along with many students and staff in operational schools, will be
experiencing an array of mental health concerns.
The question our Center has at this time is what other ways should we be
considering to help those who are responsible for schools in affected
states to prepare to address these mental health concerns. If you have
thoughts about what else we might do, please let us know.
WHAT'S HERE THIS MONTH
>What level of Schooling Warrants the Highest Policy Priority?
**News from Around the Country
**This Month's Focus for Schools to Address Barriers to Learning
>Welcoming Strategies for Students & their Families
**Recent Publications relevant to
>Children's Mental and Physical Health
>Family, School & Community
>Policy, Systems, Law, Ethics, Finances & Statistics
**Upcoming Initiatives, Conferences & Workshops
**Calls for Grant Proposals, Presentations & Papers
**Updates for the two National Centers focusing on Mental Health in Schools
**Other Helpful Resources
**Training & Job Opportunities (including fellowships and scholarships)
**Comments/Requests/Information/Questions from the field
To post messages to ENEWS, E-mail them to ltaylor at ucla.edu
To subscribe/unsubscribe to ENEWS, go to:
and follow the directions to sign up. Alternatively, you can send an email
request to smhp at ucla.edu asking to be added to the ENEWS listserv.
>What Level of Schooling Warrants the Highest Policy Priority?
Competing advocacy for improvements in one level or another of schooling
has been long-standing. For example:
>preschool (including zero to three) e.g., "Child Development is
by Art Rolnick http://www.developingchild.net/rolnick.pdf
>K-3 e.g., "School Reform Proposals: The Research Evidence: Class-Size
Reduction in Grades K-3" by Jeremy D.
>middle schools "Making Middle Grades a National Priority" from the
National Forum to Accelerate MiddleGrades Reform"
>high schools "High School: There is another way" from Educators for
Obviously, there is a need to do something at each level, and certainly
there is a need to address the integration of everything done to ensure
healthy beginnings, ongoing well-being, and high school graduates who are
prepared for their and society's future.
However, the hard choice for policy makers at this time is:
What warrants priority attention.
Given that we are not going to get it all, what's your policy position in
this debate, and what is your reasoning?
Send your responses to ltaylor at ucla.edu
"It is not enough to just do your best or work hard.
You must know what to work on."
W. Edwards Deming
**NEWS FROM AROUND THE COUNTRY
*PARENTS REPORT ESTIMATED 2.7 MILLION CHILDREN WITH EMOTIONAL AND
"A special feature in the report, America's Children: Key National
Indicators of Well-Being 2005 shows that nearly 5 percent or an estimated
2.7 million children are reported by their parents to suffer from
definite or severe emotional or behavior difficulties, problems that may
interfere with their family life, their ability to learn, and their
formation of friendships.... This indicator reports that 65% of parents of
children with definite or severe difficulties had contacted a mental health
professional or general doctor, or that their child had received special
education services, for emotional or behavioral problems..." 7/20/05.
Federal Interagency Forum on Child and Family Statistics.
*NUMBER OF STUDENTS ATTENDING HIGH AND MIDDLE SCHOOLS WHERE DRUGS ARE USED,
KEPT, SOLD RISES SHARPLY
"Since 2002, the number of students who attend schools where drugs are
used, kept or sold has jumped 41 percent for high school students and 47
percent for middle school students, according to the National Survey of
American Attitudes on Substance Abuse X: Teens and Parents. This tenth
annual back-to-school survey conducted by The National Center on Addiction
and Substance Abuse (CASA) at Columbia University finds that 62 percent of
high school students and 28 percent of middle school students attend drug
infected schools, up from 44 percent of high school students and 19 percent
of middle school students in 2002." 8/18/05. Http://www.casacolumbia.org
*ACHIEVEMENT GAPS ON HIGH SCHOOL EXIT EXAMS LARGELY UNCHANGED
"Half of all states now use or plan to soon implement exit exams, tests
that students must pass in order to graduate from high school... Pass rates
for all students taking the exams for the first time raged in most states
from 70% to 90%, but achievement gaps between white students and black and
Latino students remain very large, averaging 20 to 30 percentage points in
most states. Gaps are often greater for students from low-income families
and students with disabilities, and in particular for English Language
Learners..." 8/16/06, Center on Education Policy
*HIGHER BAR TRIPPING SCHOOLS [AND STUDENTS AND STAFF]
"More U. S. schools than ever are expected to be labeled as inadequate
performers this year under the federal No Child Left Behind law...not
because their performance got worse, but because the bar has been raised in
most states. The number of failing schools more than doubled in Louisiana,
New Mexico, Wyoming and tripled in Texas. . ." 8/12/05,
*CONNECTICUT SUES THE U.S. OVER SCHOOL TESTING
"Connecticut sued the federal government, accusing the Bush administration
of being rigid, arbitrary and capricious' in the enforcement of its
signature education law and seeking relief from a requirements that it
scrap its own testing program in favor of one the state says will not help
children but will cost millions..." 8/23/05 New York Times
*TEACHER ATTRITION: A COSTLY LOSS TO THE NATION AND TO THE STATES
"The exit of teachers from the profession and the movement of teachers to
better schools are costly phenomena, both for the students, who lose the
value of being taught by an experienced teacher, and to the school and
district, which must recruit and train their replacements...In an analysis
of teacher turnover, teachers reported retirement as a reason for leaving
less often than because of job dissatisfaction or to pursue another
job..." 8/05. Alliance for Excellent Education
Each week the Center highlights a newsworthy story online at
Also, access other news stories relevant to mental health in schools
through links at http://smhp.psych.ucla.edu/whatsnew/linkstolatest.htm
"Everyone has inside of him [or her] a piece of good news.
The good news is that you don't know how great you can be!
How much you can love! What you can accomplish!
And what your potential is!"
*Monthly Focus for Schools to Address Barriers to Learning
>>WELCOMING STRATEGIES FOR STUDENTS & THEIR FAMILIES
Starting a new school year can be scary for students and for families.
Those concerned with mental health in schools can play important prevention
and therapeutic roles by helping a school establish a welcoming program and
ways to provide ongoing social support.
Welcoming begins at the front door and in the front office. At many schools
the "Welcome to our School" sign has been replaced by a sign than reads "No
weapons, no drugs, no trespassers..."
From the school's perspective, welcoming and providing supports for
students, families, and school staff as a new school year begins is part
and parcel of creating and maintaining a caring school climate.
>>See "Ideas for Enhancing Support at School This Month" on the Center
website http://smhp.psych.ucla.edu for practices ranging from training
for office staff (so they can create a welcoming and supportive atmosphere
for everyone who enters the school) to workshops and follow-up assistance
for teachers to help them establish and maintain a safe, supportive, and
caring environment. Included are materials for general welcoming,
establishing peer buddy systems for students, family members, and new
staff, welcoming conferences for families, and a list of
prevention-oriented welcoming and support strategies for minimizing
negative experiences and ensuring positive outreach.
>>Other links to ideas/resources for starting a new school year and
dealing with other transitions can be found through the Center's Online
Clearinghouse Quick Find topic on "Transition Programs"
http://smhp.psych.ucla.edu/qf/p2101_01.htm Link, for example, to such
Center resources as:
>Easing the Impact of Student Mobility: Welcoming and Social Support
>What Schools Can Do to Welcome and Meet the Needs of All Students and
>Welcoming and Involving New Students and Families (Technical Aid Packet)
And link to other internet accessible articles providing a range of
specific practices that can be adapted for families (e.g., "Tips for
Parents") and staff (e.g., "Tips for Teachers").
If you have specific concerns about how schools address barriers
and promote mental health, let us hear from you. Email
ltaylor at ucla.edu
Teacher: "Welcome to our school;
we're glad you and your son are here!"
Parent: "I sure hope you still feel this way when
I come back for the parent-teacher conference."
**RECENT PUBLICATIONS (IN PRINT AND ON THE WEB)
*Children's Mental and Physical Health
>Student reports of bullying: Results from the 2001 school crime
supplement to the National Crime Victimization Survey (2005) National
Center for Education Statistics.
>How adolescents perceive the stigma of mental illness and alcohol abuse
(2005) P. Corrigan, et al, Psychiatric Services 56(5) 544-550. Summarized
>Need for and actual use of mental health service by adolescents in the
child welfare system (2005) S. Shin, Children and Youth Services Review,
27(10) 1071-1083. http://www.sciencedirect.com
>Relationship between entry into child welfare and mental health service
use (2005) L. Leslie, et al, Psychiatric Services, 56, 981-987.
>Developing guidelines for the evidence-based assessment of child and
adolescent disorders, special section of the Journal of Clinical Child and
Adolescent Psychology, September, 2005. Section Editors: E. Mash and J.
>Rethinking evidence-based practice for children's mental health (2005) C.
Waddell & R. Godderis, Evidence-Based Mental Health, 8, 60-62.
>Datapoints: Antipsychotic prescribing trends among youth, 1997-2002
(2005) R. Aprasu, et al. Psychiatric Services, 56, 904-907.
>Instability of the DSM-IV subtypes of ADHD from preschool through
elementary school (2005) B. Lahey, et al, Archives of General Psychiatry,
62(8) 896-902. Http://archpsyc.ama-assn.org/cgi/content/abstract/62/8/896?etoc
>Adolescents' implicit theories of maturity (2005) E. Barker, Journal of
Adolescent Research, 20(5) 557-576.
>High self-esteem among adolescents: Longitudinal trends, sex differences,
and protective factors (2005) S. Birndorf, et al, Journal of Adolescent
Health, 37(3) 194-201. Http://www.sciencedirect.com/
>Clinical interventions to enhance infant mental health: A selective
review (2005) P. Zeanah, et al, National Center for Infant and Early
Childhood Health Policy.
*Family, School & Community
>How do parents learn about adolescents experiences? Implications for
parental knowledge and adolescent risky behavior. (2005) A. Crouter, et al,
Child Development, 76(4) 869-883.
>The engaged classroom (2005) S. Intrator, Educational Leadership, 62,
>Overview of the Children and Domestic Violence Services study (2005) K.
Smith, et al, Children and Youth Services Review, 27(11) 1243-1258.
>Promoting school completion of urban secondary youth with emotional or
behavioral disabilities (2005) M. Sinclair, et al, Exceptional Children,
>Choice making: A strategy for students with severe disabilities (2005) A.
Stafford, Teaching Exceptional Children,37(6)13-17.
>Building bridges: Strategies to help paraprofessional promote peer
interaction (2005) J. Causton-Theoharis & K. Malmgren, Teaching Exceptional
Children, 37(6) 18-24.
>Understanding and addressing oppositional and defiant classroom behaviors
(2005) S. Salend & S. Sylvestre, Teaching Exceptional Children, 37(6) 32-39.
>What's a youngster to do? The education and labor market plight of youth
in high-poverty communities (2005) L. Harris.
>Duration and developmental timing of poverty and children's cognitive and
social development from birth through third grade (2005) National Institute
of Child Health and Human Development Early Child Care Research Network,
Child Development, 76 (4) 795-810.
>An ecological analysis of after-school program participation and the
development of academic performance and motivational attributes for
disadvantaged children (2005) J. Mahoney, et al. Child Development,
>Getting smarter, becoming fairer: Renewing our schools, securing our
future (2005) National Task Force on Public Education.
>Youth participation in public policy at the municipal level. (2005) B.
Checkoway, et al, Children and Youth Services Review, 27(10) 1149-1162.
*Policy, Systems, Law, Ethics, Finances & Statistics
>Our impoverished view of educational reform (2005) D. Berliner, Teachers
College Record. Http://www.tcrecord.org/PrintContent.asp?ContentID=12106
>Getting the mix right: Family, community and social policy interventions
to improve outcomes for young people at risk of substance misuse (2005) G.
Vimpani, Drug and Alcohol Review, 24, 2, 111-125.
>Protecting and disclosing student health information: How to develop
school district policies and procedures. (2005) American School Health
>Mental Health and Juvenile Justice: Moving toward more effective systems
of care. (2005) J. Koppelman, National Health Policy Forum, Issue Brief,
No. 805. Http://www.nhpf.org/pdfs_ib/IB805_JuvJustice_07-22-05.pdf
>Indicators of school crime and safety: 2004. (2005)
>Youth Indicators, 2005: Trends in the Well-being of American Youth (2005)
>No Child Left Behind Act: Most students with disabilities participated in
statewide assessments, but inclusion options could be improved (2005) GAO
Report (GAO-05-618) http://www.gao.gov/new.itmes/d05618.pdf
>How the federal government can strengthen Title I to help high-poverty
schools. (2005) M. Roza, et al, Center on Reinventing Public Education,
Policy Brief. Http://www.crpe.org/workingpapers/pdf/TitleI_Brief.pdf
>Toward a comprehensive strategy for effective practitioner-scientist
partnerships and larger-scale community health and well-being. (2005) R.
Spoth & M. Greenberg, American Journal of Community Psychology, 34(3/4)
>Faith-based organizations delivering local services (2005) F. Kramer, et
al, Urban Institute. Http://www.urban.org/url.cfm?ID=311197
>Balancing district policies & classroom practice (2005) Cross City
Campaign for Urban School Reform. Http://snipurl.com/DelicateBalance
>A profile of low-income working immigrant families (2005) R. Capps, et
al. Urban Institute. Http://www.urban.org/url.cfm?ID=311206
Note: The Quick Find Clearinghouse on our website at
http://smhp.psych.ucla.edu is updated regularly with new reports and
publications such as those listed above. Currently there are over 100
alphabetized topic pages with direct links to Center materials and to other
online resources and related centers. Let us know about publications and
reports that should be included in this dedicated online clearinghouse.
Ltaylor at ucla.edu
"Although the power of schools and educators to influence individual students
is never to be underestimated, the out-of-school factors associated with
play both a powerful and limiting role in what can actually be achieved."
**UPCOMING INITIATIVES, CONFERENCES, WORKSHOPS
>>Our Center is holding Leadership Institutes in Dallas, TX
>>Related to the National Initiative: New Directions for Student Support
on Sept. 19
>>Related to Policy Leadership for MH in schools on Sept. 20
The Center for School Mental Health Analysis and Action's annual conference
on Advancing School-Based Mental Health, October 27-29, Cleveland, OH.
>Persistently Safe Schools, Philadelphia, PA Sept. 11-14,
>Removing Barriers from Student Learning, Student Support Services
Conference, Columbia, SC, Sept. 12. For information call 803-231-0754
>National Coordinating Committee on School Health and Safety Washington,
DC, Sept. 20, http://www.healthy-students.org
>Latino Behavioral Health Institute, Los Angeles, CA, Sept. 20-22
>European Congress "From Parents to Children: The impact of parental
mental illness on their children," Athens, Greece, Sept
>2005 National Summit on Your City's Families, San Antonio, TX, Sept 25-28
>Grantmakers for Children, Youth and Families, Denver, CO,
>Evidence Based Programs: Successful Implementation and Lessons Learned,
Williamsburg, Sept. 29-Oct.
>National Network of Partnership Schools, Baltimore, MD,
>Alliance for Children and Families, Orlando, FL, Oct. 19-21
*For more conference announcements, refer to our website conference section
If you want to list your conference, please email ltaylor at ucla.edu
"It's not the plan that is important, it's the planning."
**CALLS FOR GRANT PROPOSALS, PRESENTATIONS & PAPERS
See the electronic storefront for federal grants at http://www.grants.gov
You can do it to double check due dates and access applications
If you need help in "Surfin' the Internet for Funds," go to the Quick Find
Online Clearinghouse topic page "Financing and Funding" at
>U. S. Department of Education (http://www.ed.gov)
>>Research on High School Reform (84.305R) Due 11/10/05
>Health Resources and Services Administration (http://grants.hrsa.gov)
>>Rural Health Outreach and Rural Network Development Program (93.912) Due
>>Healthy Tomorrow's Partnership for Children Program (93.110) Due 9/12/05
>Substance Abuse Mental Health Services Administration
>>Knowledge Dissemination Conference Grants (PA-06-001) Due 1/31 and 10/31.
>National Institute of Mental Health (http://www.nimh.nih.gov)
>>Effectiveness, Practice, and Implementation in CMHS' Children's Service
Sites (93.242) Due October 1, February 1, and June 1 (through 9/06)
>>Outreach Partners Solicitation Process. Due 9/6/05
>National Institute on Alcohol Abuse and Alcoholism
>>Underage Drinking: Building Health Care System Responses. Due 12/19/05
>National Institute of Health
>>Enhancing practice improvement in community-based care for prevention
and treatment of drug abuse or co-occurring drug abuse and mental disorders
(RFA-DA-06-001) Letter of intent due 11/18/05.
>William T. Grant Foundation. Proposals to support intervention research
on how to improve youth-serving organizations, such as schools and
community-based organizations, and enhance research capacity focused on
organizations that promote youth development. Letter of intent due
*Calls for Papers or Presentations
>Proposals for the 5/31-6/3/06 conference "Community-Campus Partnerships
for Health" in Minneapolis, MN.
"The solution to adult problems tomorrow depends in large measure
upon how our children grow up today."
*UPDATES FROM THE TWO NATIONAL CENTERS FOCUSING ON MENTAL HEALTH IN SCHOOLS
^ ^ ^ Updates from our Center at UCLA
(1) Related to National Initiative: New Directions for Student Support
We are extremely pleased to report that the Leadership Institute in St.
Paul, MN on August 16 related to the was fully enrolled and well received.
See the outlined follow-up work (online:
http://smhp.psych.ucla.edu/summit2002/currentstatus.htm ) The next
Leadership Institute in this series is scheduled for Dallas, TX on
(2) Related to Policy Leadership for Mental Health in Schools schedule
for September 20
Interested in participating in one of these?
Want to explore scheduling a Leadership Institute related to either these
>>Rethinking Student Support to Enable Students to Learn and Schools to
In response to specific requests, we have added to the following to this
>>"Example of a Formal Proposal for Moving in New Directions" (e.g.,
proposal to a Superintendent, Student Support Director, Principal, Board,
etc. about Integrating a Comprehensive Approach for Addressing Barriers to
Learning into School Improvement Planning)
>>"Infrastructure for Learning Supports at District, Regional, and State
Offices" -- http://smhp.psych.ucla.edu/pdfdocs/studentsupport/toolkit/aidk.pdf
>Ongoing Outreach to School District Leaders:
We have just completed the third major outreach mailing to 21,000 +
district superintendents, directors of student support, of special
education, of curriculum/title I. The outreach is designed to share
information about (a) addressing barriers to learning and teaching
(including mental health and psychosocial concerns) and (b) new directions
for improving student/learning support systems. Hopefully, we have reached
folks you would like to see informed about such matters. However, just to
be sure, let us know the names and contact info for any leaders you think
we should have contacted. Send to Ltaylor at ucla.edu
>Center Co-Directors will be in Columbia, SC, September 12 for the Student
Support Services Conference "Removing Barriers from Student Learning."
Anyone interested in attending can call 803-231-0754 for information.
For more on the Center, go to the website at http://smhp.psych.ucla.edu or
Howard Adelman and Linda Taylor, Co-Directors
School Mental Health Project/
Center for Mental Health in Schools
UCLA Department of Psychology
Los Angeles, CA 90095-1563
Phone (310) 825-3634; Toll Free (866) 846-4842; Fax (310) 206-8716
Email: smhp at ucla.edu
^ ^ ^ From the Center for School Mental Health Analysis and Action"
>>>>10th Annual Conference on Advancing School-Based Mental Health
will take place October 27-29 in Cleveland, OH.
For more information on the conference and other activities of our sister
center in Baltimore, see http://csmha.umaryland.edu. Or contact Mark
Weist, Director, CSMHA2. University of Maryland at Baltimore, Department of
Psychiatry, 737 W. Lombard St., 4th Floor, Baltimore, MD, 21201. Toll free
phone: 888-706-0980. Email csmh at umpsy.umaryland.edu
"Despite the cost of living,
have you noticed how it remains so popular?"
**OTHER HELPFUL RESOURCES
> "Principal's Guide to IDEA"
> "Tracking Adolescent Health Policy: An Annotated List"
>Cultural Competence Resource Pages,
> "The Schools We Deserve" http://www.familiesinschools.org
> "Indicators of Positive Development"
> "Facilitating conversations with youth" http://www.mindohfoundation.org
>"Meeting the challenge: Getting parents involved in schools"
>Journals Indexed in ERIC, http://www.eric.ed.gov
>Adolescent Health Working Group, http://www.ahwg.net/
>"School Safety" http://www.cops.usdoj.gov/html/cd_rom/school_safety/index.htm
>"A Framework for Supporting First and Second Language Development in
>Parenting Wisely, http://www.familyworksinc.com
Note: for a wide range of relevant websites, see our Gateway to a World of
Resources at http://smhp.psych.ucla.edu
**TRAINING AND JOB OPPORTUNITIES
California Board of Psychology, Sacramento, CA. BS/BA required, admin
background & supervisory/mgmt exp with government boards and demonstrated
effectiveness working with diverse populations. Deadline 10/31/05 Contact
Jeffrey_B._Sears at dca.ca.gov
NIH funded fellowship in prevention research, especially in school and
community settings. At Oregon State University, Corvallis, OR. Contact
brian.flay at oregonstate.edu
Risk and Prevention in Education Science, interdisciplinary grade training,
addressed student inequality and under performance related to variations in
social, economic, disability, and cultural circumstances or schools and
children. Curry School of Education, University of Virginia,
Charlottesville, VA. Http://curry.edschool.virginia.edu/risk/
School Psychology, University of Missouri, Columbia, MO. Contact Craig Frisby.
School Psychology, Temple University, Philadelphia, PA. Contact Catherine
Fiorello at catherine.fiorello at temple.edu
For more information on employment opportunities, see
Following the list of current openings, you will see links to HRSA, SAMHSA,
and other relevant job sites.
**COMMENTS/REQUESTS/INFO/QUESTIONS FROM THE FIELD
>We received a large number of comments in response to last month's ENEW
Screening Mental Health Problems in Schools. Here's a sample:
(1) "I am concerned about a blanket large-scale screening for mental health
problems. The task of administering such a tool, should it exist, is
monumental and appropriate only for the highest skilled providers. Schools,
in their haste to ferret out the issue, may get sloppy and assign this to
an inappropriate level staff person. Inaccurate results could be disastrous
for the student, his family and his peers. Just today in a meeting about
some very high risk students, it was suggested by a high level
administrator that a screening test to determine mental health issues would
be a good idea. I disagree. ... the follow-up assessments must be
outstanding, the infrastructure must be in place, and the follow-up
services must be available. I believe the school has a role related to
public health concerns, but we need to be cautious and appropriate."
(2) "I think this is a necessary entity in this day and age. With the many
barriers for accessing services and the stigma of asking for help, I think
this is a good step in getting kids in need the assistance they need."
(3) "...I can see why parents would be reluctant to have their child
screened if it required entering another system to find help. We need to
put help, not just screening, into our schools--and we need the mental
health professionals to have doors open to every kid who is having a rough
time. ... Kids will feel that someone cares, [and] will support them and
provide mental health services. We need to get youth mental health out of
clinic settings and into schools, with the funding to do it right."
(4) "I do not see where there is money allocated for this type of
screening. ... I am a parent whose child suffered from depression and
suicidal tendencies just this year. I certainly think having an on-campus
psychologist would be beneficial to those suffering from mental illnesses,
however, convincing a kid to use this person would be a hurdle within
(5) "We have been trying to implement this type of program for some time
now. Our biggest obstacle is simply that we do not have the confidence that
we can follow up with appropriate treatment should we identify someone with
a mental disorder, suicidal ideation, depression...."
(6) "What are the legal implications of doing such screenings?
(7) "A major stumbling block appears to be the issue of: how available
treatment will be for most who are identified. Some school districts will
not implement a plan until they have a guarantee that an effective service
provider will be in place to see identified students. It's a liability
issue. So here then lies a dilemma. I have to question who's more liable:
1) the district that stands idle watching their students take their own
lives when they know there are effective prevention programs available, 2)
the district that identifies students knowing that they may not be seen in
a timely manner due to a mental health system that is understaffed and
(8) "From what I hear, this large scale screening is already happening. It
is obviously a very bad idea, foremost because of the tremendous harm it
can do to students due to misdiagnosing & stigmatizing, but also because it
would be a tremendous waste of money. The vast majority of our students
fall within the parameters of healthy mental development and we already
have school counselors who are trained to detect behavioral issues that may
need further evaluation. ...
I see the large scale screening being similar to the full-body scan that is
now available. It sounds like a great idea, but it picks up little
abnormalities that end up being wild goose chases when hundreds & thousands
of dollars are spent for further testing that ends up being unnecessary."
(9) "If the goal is to get it early and perhaps prevent a diagnosis, then
you can't call it mental health screening, because as the system currently
operates, you need a diagnosis to get treatment. I've been intrigued with
Duncan and Miller, www.thetalkingcure.com, and their meta analysis of the
practices. One would then argue that to get a leg up on identifying
individuals, we should have screening in all work places, so we can attack
the adult mental health problems. I tend to feel that there is a fair
portion of truth in "you find what you are looking for". on depression
screening day... people are looking for depression and will "find" or
diagnose it simply on the basis of a 20 minute screening, not valid or
reliable in any event."
THIS IS THE END OF THIS ISSUE OF ENEWS
See below for source identifying information:
Who Are We?
Under the auspices of the School Mental Health Project in the Department of
Psychology at UCLA we established a Center for Mental Health in Schools
in1995. The Project and Center are co-directed by Howard Adelman and Linda
Taylor. The UCLA Center is one of two national centers first funded in
October,1995, by the Office of Adolescent Health, Maternal and Child Health
Bureau(Title V, Social Security Act), Health Resources and Services
Administration (Project #U45MC00175). In open competition, both Centers
were refunded in 2000 and 2005 for 5 year cycles with Substance Abuse and
Mental Health Services Administration's Center for Mental Health Services
joining HRSA as a co-funder. As sister Centers, the Center at UCLA and the
one at the University of Maryland focus on advancing efforts to enhance how
schools address mental health and psychosocial concerns.
A description and evaluation of the Center's work and impact is available at
For more information about the Center or about ENEWS, contact Center
Coordinator Perry Nelson or Center Co-Directors Howard Adelman and Linda
UCLA School Mental Health Project/Center for Mental Health in Schools
Box 951563, Los Angeles, CA 90095-1563
Phone (310) 825-3634; Toll Free (866) 846-4843; Fax (310) 206-8716
email: smhp at ucla.edu
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